School Librarian Standards

Created by Melissa Jacobs, NYC SLS Director as a response to what In School Practices and Remote Practices in response to COVID19 as a means to translate how school librarians can continue to services to students and staff.

LEARNING AND TEACHING

  • Climate Conducive to Learning
  • Collaborative Planning
  • Integrated, Collaborative Teaching
  • Information Fluency Curriculum

INFORMATION ACCESS AND DELIVERY

  • Collection Aligned to Curriculum and Student Needs
  • Technology
  • Physical Environment / Facilities
  • Flexible, Open, Extended, and Equitable Access
  • Use of Resources and Technology

PROGRAM ADMINISTRATION

  • Staffing
  • Funding and Budget Management
  • Library Management
  • Professional Development
  • Library Advocacy and Support

A join effort by School Library System Association and Section for School Librarians with the leadership of Barbara Stripling. Inquiry is a fundamental building block of teaching and learning that empowers students to follow their sense of wonder into new discoveries and insights about the way the world works.

The reimagining of the ESIFC has been guided by the following parameters:

  • The focus is to provide standards for the Information-Fluent Learner and a clear continuum of skills and strategies that may be taught by the school librarian, whether in collaboration with classroom teachers or in independent lessons as dictated by school environments. A collaborative approach by the librarian and the classroom teacher is by far the most effective way to teach information fluency/inquiry skills and strategies. This continuum is designed to facilitate that collaboration.

  • The inquiry standard is framed by an inquiry cycle that engenders active learning and the formation of new understandings.

  • The reimagined ESIFC has added or strengthened skills in several areas:

    • Multiple literacies, including visual and media literacy

    • Use of technology for learning, including digital literacy skills

    • Pre-kindergarten

    • Personalization of learning

    • Evaluation of multiple perspectives

    • Digital citizenship and civic responsibility

    • Design thinking, including innovation and creation

    • Student voice and agency


Research shows that one of the chief characteristics of a high performing school is a quality Library Media Program. Based upon this research, the New York State Education Department (NYSED) supports the importance of efforts by School Boards, Superintendents, Principals, Library Media Specialists, school districts, and communities throughout the State in helping students learn more, achieve better grades, and score higher through building and supporting strong school library media programs . In this effort NYSED has developed a self-assessment instrument for use by teachers, librarians, students, administrators, parents, and school community members to assess the Library Media Program across 25 different "Essential Elements."

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